Using technology in the classroom and integrating technology for learning are two different things. The first is something that any teacher can do without much thinking, but to truly integrate technology into education takes a great deal of imagination, thinking and planning. Embedding technology so that it becomes transparent is clearly an aim to which…

I’ve often felt that fear of using tech, amongst some, is fear of having to reflect on teaching practice. Re- examining what you’ve done is a humbling experience and I believe, personally, that teaching through tech has potential to highlight pedagogical weaknesses – more to come on this in another post.

I’d like to get rid of the ‘e‘ and move forward with the learning, where tech is the ‘invisible helper’.

How does tech influence your thinking and practice as a teacher and what impact does it have on you as the student?

I can really appreciate that this blog and the writer share a raw honesty and that both are also founded on sound pedagogy that drives that passion to be the ‘best’ teacher that one can be!

Essentially, students want and deserve learning spaces and content that suit their pace of life, learning and that engages deeper and creative thought. Some institutions and teachers have a more traditional and perhaps less adventurous mode of working, as the writer of the blog clearly points out.

I believe that the thought provoking evidence provided from student voice in the blog impresses on me that ultimately, we the teachers, need to be prepared to learn, stretch and question our thinking – for NOT to do so may mean that our students are NOT prepared or able to engage with the ‘media’ tide we are all experiencing!

Let me close with my picture narrative:

The car is not an invention that in and of itself suits any grand purpose other than to transport but you make it an ambulance, a taxi, a mini van full of kids going to soccer, then and only then, the car has found its true purpose! Technological devices, spaces and those that are in them – just like the car have no real purpose but upon reading this blog I am so glad that this writer is developing a real sense of purpose for learning for students. We can all learn something from this!

How often do we (as teachers) search the web for helpful sound information to inform our teaching, to support the learning of our students online, only just to feel frustrated that you are met with tons of advertising, promotions and gimmicks!

I have found that the key to less useless trolling and more guided focused intentional pedagogical treasure hunting comes from my selected social networks! I have tried to build my network with others who are as interested and passionate about teaching and learning online as I am. Others who have tested and researched the pitfalls and advantages that technology can afford our learners are the ones that I have chosen to follow and learn from.

Take the time to think about how your social networks can not only inform your practice but create better connections, workflows and a way forward for your own PD (professional development) at a time when institutions are cutting back on outsourcing this type of needed ongoing learning!

Decide for yourself – Are you a Maker? How would you shift your pedagogy, thinking and practice, in order to ensure the needs of your students are being met and does technology play a role in that shift? Does it need to?

I think that giving students ownership, collaborating and cooperating in the teaching and learning decisions that happen should be common place and not out of the ordinary. The Maker Movement enables this to happen.

Like this:

Often a new online tool pops up and in a flurry I need to play. I’ve discovered that these ‘fly by night’ apps and tools are not the ones to get excited about.

This blog points to the way in which Google has again listened to their users and made improvements to a product that has potential to not just gather data but that as a teacher/learner can assist me to engage with others to better understand concepts, activities and more.
Thanks for a @ChanceHMiller for providing this neat and useful blog post.

Earlier this month, Google made a handful of changes to its Forms service, allowing users to choose custom themes and survey designs. The company, this afternoon, is continuing its beefing up of Forms, rolling out a few more ways to customize surveys you create.

Like this:

The voices of our students are potentially the most powerful tool for learning, their own and especially ours as their teachers.

I admire how Stephanie allows her students to show how her teaching is having a positive impact on their learning. Stephanie is able to feel that there is no need to prompt or script her e-newletters and as you listen to these intelligent little individuals you will realise that there is a genuine and honest truth sounding loudly!

The main message here: we love to learn and want others to know that we are learning!

Great role modelling of what it means to learn and teach in the 21st century, to impress the skills and attitudes and values that will propel these learners into the future and in fact to create it!

Writing newsletters is one of least favourite chores. I’m not sure how many parents actually read the newsletter, moreover the production of newsletters takes time away from the things that matter.

Could this old-style communication become more effective?

Enter Dean Shareski.

One of his suggestions from the recent Singapore Google Apps for Education summit was the idea of instead of sending out a text-heavy newsletter video could do a more effective job of telling what is going on in classrooms. People get to hear tone, voice and realise that yes you are a person not just a teacher.

During a non-contact period I pulled 3 children out of each of the Year 4 classes out. I asked the group what they’d learned in school for English, Maths and Unit of Inquiry. Each child talked a little bit about what they had…

Like this:

What more can be said – watch the video and decide for yourself…our online presence can be real, funny, innovative, creative and engaging. Thank you Stephen for your dedication to teaching, learning and fun!

There seems to be a lot of angst towards the giant Google at times but reading Jennifer’s blog post provides a very personal touch to Google. They actually care that their educational products can and will make a difference in the life of teachers and students – our future depends on equal and fair access doesn’t it? How can we teach and provide the opportunities to learn about the demands the future will present to our young people if we don’t have the vehicles to drive them?

I have recently downloaded Jenkins (2009) work “Confronting the Challenges of Participatory Culture” where he points out the skills that our young (I dare to add older) people will need to acquire in order to engage in the way our global culture interacts with each other and technology/media. Do we remain ignorant and pretend that the internet, social media and social networks will remain confined to a horse and carriage mentality? How will this help future generations?

Thank you Google for attempting to create a space for learning that has no boundaries and that at least tries to go from conceptualizing to realizing the skills that Jenkins views as instrumental for our human progress.

I am beyond excited for the first face to face event for members of the Massachusetts Google Educator Group! Our event is taking place tomorrow, August 28th at 3:30 at the Google Office in Cambridge. Approximately 30 MA GEG members are attending. We’ll have the opportunity to the tour the Google office and speak directly with members of the Google for Education team. The spotlight products we will be discussing include Google Play for Education and Google Classroom.

I’ve been fortunate to have early access to Classroom, and over the past two days, I’ve been able to share how the product works through a presentation and live demos with my colleagues in Burlington at our annual three day professional development conference. Overall, the response to the product district wide has been positive. There are already teachers and department heads at the elementary, middle, and high school who are going…